Purpose: Abstract thought builds the basis for problem-solving and knowledge consolidation across the disciplines of science, technology, engineering, and mathematics (STEM). Scientists across these fields acknowledge its significance and have approached the topic from their distinct perspectives, and yet, in STEM, there is a lack of a unified…

STEM education should be grounded in our knowledge of how students think in STEM-focused learning environments. However, little is currently known regarding specific types of thinking in these contexts. We explore the theoretical notion of STEM Ways of Thinking (SWoT) in interdisciplinary learning situations. Our primary focus is not on the…

Integrating mathematics content into science usually plays a supporting role, where students use their existing mathematical knowledge for solving science tasks without exhibiting any new mathematical meanings during the process. To help students explore the reciprocal relationship between math and science, we designed an instructional module that…

This study explores learner engagement with Advanced Computational Thinking (ACT) in the New Zealand digital curriculum. "Advanced" in ACT refers to an expansive, transdisciplinary, and future-looking understanding of computational thinking (CT). ACT promotes CT beyond narrow modes of problem-solving (abstraction, algorithmic thinking,…

One of the goals of science education is to help students make sense of the world around them. To that end, it is critical that students understand the central ideas in each discipline like, in chemistry, energy and interactions. These ideas are of particular importance because they are directly related to one another and are relevant across other…

In this paper, we present a novel approach to defining, teaching, and assessing creativity by examining its origins and delineating the processes involved. The rationale for introducing this framework developed from studying existing thinking and questioning the current metrics for measuring creativity, which we posit are unfit for purpose. We…

This paper explores Computational Thinking (CT) through the experiences and interactions of sixth-grade students as they were engaging in a science lesson utilizing robotics. This robotics unit institutes the shifting from traditional to engaging hands-on activities coupled with CT skills that are exciting, intriguing, and inviting to students.…

In this article we present the results of a study focused on engaging students in argumentation to support their growth as mathematical learners, which in turn strengthens their science learning experiences. We identify five argumentation categories that promote the learning of argumentation skills and enrich mathematical reasoning at the…

This research study explored robotics as the catalyst for computational thinking (CT) by sixth-grade students as they are engaged in a science lesson. The interactions, understandings, and applications are discussed, along with the participants' connections and implementations of CT concepts (decomposition, abstraction, pattern recognition, and…

Primary objective: This study represents the first large-scale research on high school philosophy in a public education curriculum in North America. Our objective was to identify the impacts of high school philosophy, as well as the challenges of teaching it in its current format in Ontario high schools. Research design: The qualitative research…